This letter is a response to George article, “Linking Factors and Multiples to Algebraic Reasoning.” I suggest a generalization of the chicken nuggets problem discussed in the article.
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J. Jeremy Winters, Kristin E. Winters, and Dovie L. Kimmins
Use robots and coding to engage K–2 students with specific mathematics standards.
Kristopher J. Childs
Ear to the Ground features voices from various corners of the mathematics education world.
Susie Katt and Megan Korponic
Problems to Ponder provides 28 varied, classroom-ready mathematics problems that collectively span PK–12, arranged in order of grade level. Answers to the problems are available online.
This editorial, written to open the August 2020 issue, recaps and previews some of the challenges the math teacher community has faced and will continue to face in the new school year while pointing readers to NCTM, MTLT, and specifically GPS, as resources.
Francis (Skip) Fennell
This synopsis of selected assessment issues presents historical and current considerations and concerns regarding summative and formative assessment and their influence and impact for teachers of PK-12 mathematics.
Steven R. Williams
Excerpts from discussion threads on the online MyNCTM community
Frederick A. Peck
This article presents the results of a design-based research study related to slope that took place in a high school algebra 1 classroom. In the study, students explored situations related to making predictions. As students engaged with these situations, they reinvented and made meaningful multiple subconstructs of slope. I present the findings in the form of a learning trajectory for slope, which describes how learning happened over time, the principles that guide the design of activities that support this learning, and the rationale for how the activities support learning.